We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.

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### Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton

### Aaron Trocki

The advent of dynamic geometry software has changed the way students draw, construct, and measure by using virtual tools instead of or along with physical tools. Use of technology in general and of dynamic geometry in particular has gained traction in mathematics education, as evidenced in the Common Core State Standards for Mathematics (CCSSI 2010).

### D. Bruce Jackson

Given two slices of bread—a problem and the answer—students fill in the fixings: their own mathematics reasoning.

### David A. Yopp

Asked to “fix” a false conjecture, students combine their reasoning and observations about absolute value inequalities, signed numbers, and distance to write true mathematical statements.

### Lisa Berger

An analysis of problems from state assessments and other sources helps preservice teachers discover analogous mathematical representations.

### Marion D. Cohen

Studying mathematics-related fiction and poetry helps students develop an appreciation for both mathematics and literature and an understanding of the connection between the two.

### Mark Pinkerton and Kathryn G. Shafer

An action research study focuses on the teaching strategies used to facilitate Problems of the Week.

### J. Bradford Burkman

Three sessions at the Joint Meetings revealed either poor or improving communication between high schools and colleges about what courses colleges want students to take in high school.

### Michael J. Bossé and Kwaku Adu-Gyamfi

A geometry course for teachers—easily adaptable to a high school geometry class—integrates technology, reasoning, communication, collaboration, reading, writing, and multiple representations.